The Valley Primary School

Highlights from Latest Inspection

What is it like to attend this school?

The Valley Primary School is welcoming and inclusive. All pupils are highly valued and well cared for. Pupils attend regularly and are excited about coming to school.

The school is ambitious for all pupils, including those with special educational needs and/or disabilities (SEND). Pupils exemplify the school's motto 'learn to love, love to learn'. They are enthused about their learning.

The school has created a curriculum which supports the needs of pupils in this rural community. Pupils actively take part in supporting the local village, such as helping to maintain a clean environment through litter picking. Pupils also regularly attend events beyond their local area..., such as residential and sporting events.

Pupils' personal development is exemplary. They are given a range of responsibilities, including being members of the eco council and playground monitors. Older pupils are also 'chicken monitors'.

They are taught how to care for, clean and feed the school chickens.

Positive relationships are at the very heart of the school. All staff want the very best for all pupils.

The school knows each child and their individual families and carers very well. Relationships and community are important here. All this means that the school, pupils, parents and the local community hold each other in high regard.

What does the school do well and what does it need to do better?

The school has designed a curriculum which sets out the knowledge they want pupils to learn over time. The curriculum is planned to support learning for pupils within mixed-age classes. This is further enhanced with broader experiences and opportunities for all pupils.

The curriculum is well embedded in most subject areas and most pupils learn the intended curriculum securely. However, in the early years this is not the case. The curriculum across nursery and reception is not clearly set out.

The important knowledge and vocabulary the school wants pupils to learn over time across the early years foundation stage framework have not been identified. This means that pupils are not building their knowledge as well as they could be. Leaders have identified this as a priority area for development and have started to make improvements.

Reading is top priority. Pupils are taught phonics from the very start. Children in nursery receive a pre-phonics programme to help with language development.

Pupils who need extra help are identified quickly and given effective support. The school promotes the love of reading very well. Pupils experience high-quality, diverse texts.

These expose pupils to wider cultures and religions. Pupils read widely and often. A library van visits the school often.

Pupils also choose books to read for pleasure. Pupils enjoy visiting the school library during breaktimes and lunchtime.

The school has systems in place to identify the needs of pupils with SEND.

These are reviewed regularly. Pupils receive support in class, such as additional resources or adaptations to their learning. Staff work very well with external agencies to offer support for pupils who need this.

However, the specific areas of need identified for pupils with SEND are not always precise enough. This means that pupils do not consistently receive the accurate support they need.

Behaviour across school is exemplary.

Pupils are courteous and show exceptional manners. Relationships between staff and pupils are very respectful. In the early years, adults interact positively with children.

Children are taught routines from the very start and are well settled. Mental health and well-being are taken very seriously here. Pupils are taught strategies to help their mental well-being.

The school knows how important attendance is to pupils' education. Pupils attend regularly. Leaders have clear strategies in place to support pupils and their families when support is needed to address attendance.

As a result, attendance continues to go from strength to strength for all groups of learners.

Pupils experience opportunities which extend beyond the curriculum. These are exceptional and prepare pupils very well as future active citizens.

Pupils are taught first aid, such as the recovery position. Medical students from the local university work with pupils across school. They teach pupils about different disabilities and how they are not always seen.

There are a wide range of extra-curricular activities available. The school council chooses the activities. These activities include a newspaper club.

The trust and those responsible for governance have an accurate view of the school. The trust provides an effective training and support programme. The school works collaboratively with other schools from within the trust.

Parents are highly supportive of the school.

Safeguarding

The arrangements for safeguarding are effective.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• The curriculum across nursery and reception is not clearly set out.

These plans are at the very early stages of development. This means that children's learning does not build on prior knowledge effectively over time. The school should identify all the important knowledge and vocabulary they want pupils to learn across the early years and ensure that it is sequenced in a clear, logical order.

• For some pupils with SEND, the precise areas of need and support identified are too broad and not specific enough. This means that some pupils are not consistently receiving the support they need to achieve as well as they could. The school should ensure that staff develop the expertise to precisely identify the specific needs of pupils with SEND and accurately and quickly put in place the support needed for these pupils.